There seems to be paucity of research in South Africa on mathematics teachers' reflective practice. In order to study this phenomenon, the context of lesson study (in an adapted form) was introduced to five mathematics teachers in a rural school in the Free State. The purpose was to investigate their reflective practice whilst they collaboratively planned mathematics lessons and reflected on the teaching of the lessons. Data were obtained through interviews, video-recorded lesson observations, field notes taken during the lesson study group meetings and document analyses (lesson plans and reflective writings). The adapted lesson study context provided a safe space for teachers to reflect on their teaching and they reported an increase in self-knowledge and finding new ways of teaching mathematics to learners. This finding has some potential value for planning professional learning programmes in which teachers are encouraged to talk about their classroom experiences, share their joys and challenges with one another and strive to build a community of reflective practitioners to enhance their learners' understanding of mathematics.
Journal article: Mathematics teachers' reflective practice within the context of adapted lesson study http://t.co/oiGEMNom
"The Low Achievement Trap is an empirical study of student mathematics learning in Grade 6 classrooms that is unique in its focus on two school systems shaped by different political histories on either side of the Botswana-South Africa border. The study provides a detailed examination of the capacity of teachers - how they teach, how much they teach, and what they teach. Because of this wealth of detail, The Low Achievement Trap gives us much greater insight than previous research into why students seem to be making larger gains in the classrooms of South Eastern Botswana than in those of North West Province, South Africa. Rather than identifying a single major factor to explain this difference, the study finds that a composite of inter-related variables revolving around teachers’ mathematics knowledge and their capacity to teach mathematics are crucial to improving education in both regions. The message is a hopeful one: good teachers can make a difference in student learning."
I am a ICT/social media for teaching and learning activist, teacher trainer, maths enthusiast (taught maths for many years) and compulsive obsessive lifelong learner working hard to make the world a better connected place....
I am currently working on a mobile roll-out research project looking at how we can use mobile technologies to improve teaching and learning in rural contexts.